You are a student nurse working with a school nurse (registered nurse) in a secondary school. You and your mentor are supervising a bubble soccer match this afternoon (26th March) which commenced at 1400 hrs. The match goes for 40 minutes with a 5 minute break in between the two halves. It is a hot and sunny day, the air temperature is 32 oC and the humidity is 45%. Bubble soccer After the match, your mentor asks you to perform a range of health assessments to make sure the students are fit to go home. Jessie Lin is 16 years old and in Year 11. Jessie Lin It is now 1450 hours.

You assess Jessie's vital signs and record the following results: Temperature (tympanic) 38.5 oC Pulse rate 140 beats/min Respiratory rate (RR) 29 breaths/min Blood pressure (BP) 130/70 mmHg Jessie has flushed skin (see picture above) and her t-shirt is soaked. Her past medical history has not yet been documented in the school record as she is a new student and only enrolled in the school last week after moving from another state. She informs you that her mother is waiting for her in the car park, but she feels very hot and that her heart feels like it is beating very fast. She asks you for a bottle of cold water and a chair.

Jessie's previous observation records (on a clinical chart) are: Date 23rd March 2020 :BP, Pulse, RR, Temp ,110/60 ,70, 14, 36.8

24th March 2020: 112/60 74 12 36.6

What you need to do in your clinical reasoning report Provide a concise summary of Jessie's situation as an introduction to your report (approximately 50 words) - what pertinent information would someone reading your report need to know about who Jessie is and the context of this scenario? List the objective and subjective data (cues) that you have gathered from reviewing the information provided above (approx. 50 words) Analyse and interpret the identified cues and explain the assessment findings in relation to Jessie's context (approx. 450 words) To do this successfully, you should: categorise the cues and identify what elements are normal or abnormal, and compare the current situation and vital signs with previous health information known about Jessie, and recall and apply knowledge of anatomy and principles of physiology (including concepts of homeostasis and the body's responses to physical activity) to explain her vital signs and other cues. Then propose what further cues you want to collect and explain why these are relevant and important to the situation (approx. 450 words) To do this successfully, you will need to form a logical opinion about what the further cues should be, when you would undertake the assessments to collect these cues (e.g. after some immediate actions for Jessie) and why these cues should be assessed. Relate your justification to Jessie's situation AND to the principles of anatomy and normal physiology (focusing on homeostasis). Suggestions for structuring your clinical reasoning report There is no set template for how you have to structure your report as long as the sequence of the information that you present flows logically and the reader can follow your clinical reasoning as it unfolds. The following suggestions are based on answers to frequently asked questions: Section headings can be a helpful signpost for how you have applied the clinical reasoning process. You may choose to use some of the keywords from the phases of the clinical reasoning cycle (e.g. Patient Situation, Cue Collection and Processing Information, Further Cue Collection) or any other headings are also fine. You may use a table to present the objective and subjective cues that you have gathered and which elements are normal or abnormal if you wish. In this particular assignment, information included in a table will contribute to the overall word count. The majority of your report will need to be sentences organised into paragraphs, not just a list of dot points. When explaining something, such as the assessment findings, you need to make the reasons for how they came to be the way they are clear to the reader. Paragraphs will allow you to make the relationships between things evident, whereas a dot point format can sometimes appear as a list of facts without the necessary connections for explaining something. As you are the student nurse in the scenario, you may write your report using 'first person' tense. This would be useful in the section of your report where you propose what further cues you want to collect and when you would undertake the assessments e.g. "I would ask Jessie...". Writing in first person is not mandatory so if you are more comfortable writing objectively in the 'third person' (removing personal pronouns from your writing), then you can do so as long as it flows logically! You may use accepted clinical abbreviations in your report, but be sure to introduce all abbreviations the first time that you use them e.g. blood pressure (BP), heart rate (HR), respiratory rate (RR) You are required to use relevant scholarly sources of information (textbooks, journal articles, evidence-based practice guidelines or clinical care standards) to support your analysis of your patient’s health information. A health assessment and/or anatomy and physiology textbook will be useful. The UTAS Library Guide for Health and Medicine is a helpful starting point for how to find other scholarly sources of information. There is no set number of references required, but the references which you use should be of an academic source and used appropriately to support your work. Ensure that you express your writing in your own words to demonstrate your understanding of the patient's situation and reference all sources of information, both in-text and a reference list at the end of the report, using the Harvard referencing style. Assessment criteria and marking rubric Your clinical reasoning report will be assessed against the following criteria: Apply a beginner's level of clinical reasoning to assess and interpret health information in relation to the patient's context. Apply knowledge of anatomy and principles of physiology to explain assessment findings in relation to the patient's context. Apply a beginner's level of clinical reasoning to propose and justify further cues that are to be collected in relation to the patient's context. Communicate using academic writing conventions with references to scholarly sources of information that conform to the Harvard referencing style.

Analyze the ? bonding in the nitrite anion (NO2?) using a molecular orbital scheme. Use the approach we used in lecture to work on the trans-1,3-butadiene molecule.

(a) Determine the ? MOs that are obtained by constructive overlap of the 2p orbitals. Arrange them

from low energy to high energy in terms of their bonding and antibonding character.

(b) Make an energy level diagram for the ? MOs and populate it with the ? electrons.

(c) From the energy level diagram, determine the effective bond order for each of the bonds. What does this information imply about the structure of the molecule?

(d) Determine the electron configuration for the first excited state, and determine then how the

structure changes when light is absorbed owing to an optical transition from the ground state to

the first excited state. Note that the way you combine the 2p orbitals in part (a) must respect the

symmetry of the molecule. For example, if there is a ? node in one of your MOs, it must not move if you interchange the O

atoms by rotating the molecule. (This means that one of your MOs must have a node that goes through one of the atoms....

Epigenetic Reflection Questions. I don't understand the comment.

1. How did you use both chemistry and biology to produce your model (drawing)?
2. How did you as an individual progress in your understanding of epigenetics from the beginning of the project to the end? Explain.
3. Do you have a better understanding of VSEPR and molecular shape as a result of working through this activity? Explain.
4. What questions do you still have about epigenetics or the structure of DNA?
5. Write a summary describing the model you came up with in your challenge drawing for how methylation impacts gene expression and silences a gene.

Question 1: You are evaluating whether the use of red lights during evaluation has a significant effect on liking. Liking was measured as either like or dislike. You collected the below data. Using the Sign Test, did the wine glass significantly influence liking? There is a worked example using the sign test   (5 pts)

Question 1: How many + signs? (0.5 pts)

Question 2: How many 0 values? (0.5 pts)

Question 3: What is the value for N?

Question 4: What is the value for x?

Question 5: Using the table, what is the p value?

Question 6: Does the use of red lights have a significant influence of liking of wine?

Key concepts in statistics for business decision making are “Population”, “Census”, “Random Sample” and “Sampling Error”.

The Foodmart CEO (Chief Executive Officer) has very little knowledge about statistics and believes that a sample should not be used for gathering data as a sample cannot provide accurate information about a whole population.

Explain briefly each of the terms given below, drawing on the pleminary comments from the previous page. In your answers below, use the Foodmart supermarkets to provide examples.

(a) Define the term “population”, and explain what the population is for the Foodmart situation outlined in the Preliminary Comment.

(b) Define the term “census”, and explain what this would mean in studying supermarkets in the Foodmart chain.

(c) Define the term “random sample”. In your answer also include an explanation of a “biased sample”. Also explain how you would take a random sample of 150 supermarkets for Foodmart.

(d) Define the term “Sampling Error” and explain in plain language for the CEO how we can manage this if we have a random sample.

QUESTION 1: AUDITING, ASSURANCE & THE PROFESSION

You work in the audit division of BOD, a large professional services firm. You have been approached for advice by Campbell Kirkby, who has been running a small business, successfully for a number of years. He tells you that:

“I decided it was time I started enjoying the results of all my hard work, so I sold 40% of the shares in the business to some friends who thought it a good investment. At our first shareholders’ meeting, we all agreed to appoint a general manager in my place to run the business and a finance manager to handle accounting, tax and financial matters. We also agreed that we would like to appoint a firm like yours to check our financial statements on an annual basis, to give us some assurance that the new managers are running the business properly.”

Campbell is excited about this new phase for his business. He tells you he would like to know more about the business environment, accounting and assurance as these may affect him in the future. Parts of the “Required” below reflect what he has asked you to clarify.

Required: 1.1 Researchers seeking to explain the demand for assurance have developed a number of theories or hypotheses. State and explain which theory best explains Campbell’s reason for requiring annual assurance?

1.2 Explain to Campbell what an assurance engagement entails. Your explanation should: a) Identify the elements of an assurance engagement and relate these to Campbell’s circumstances; b) State what two levels of assurance can be offered to Campbell and his fellow shareholders and identify the type of engagement associated with each of these levels;

1.3 Explain to Campbell what the External Reporting Board is, with reference to its two sub-boards and what each of these is responsible for doing.

Audience Demographics

A variety of factors go into defining a target market. Many of the basic factors are demographic. Questions like the following are usually asked:

Gender: Is the target market composed of males, females, or both? Age: What age range does the target market fall into? (e.g. 18 – 24) Income: What is the annual salary range of the end user? (e.g. $50,000 – 74,999) Cultural/Ethnic Background: Are the end users primarily Caucasian, Asian, immigrants, citizens, etc.? Language: What languages/dialects will be required to communicate with customers?

Geographic Region: Where are customers/potential customers located? Are they in urban, suburban, or rural areas? Or for larger companies, what continental regions are customers located in (city, state, province, country)?

Other Factors: the customers’/potential customers’ personality, occupations, values, hobbies, interests, etc. all have to be gauged by the business and the marketing professional

Example: Sephora Gender: primarily female

Age: appeals to a wide range of ages, preteen to mid-40s, as they offer funky, trendy makeup and anti-aging products

Income: mid- to high-income range; significant percentage of disposable income Cultural/Ethnic Background: customers come from a variety of cultural and ethnic backgrounds

Geographic Region: North American and Western European countries, in urban areas, though customers in rural and more remote areas can purchase products online

Other Factors: Sephora’s end users are discerning. They want access to quality products, niche brands, and extensive selection. They are willing to pay a premium for this kind of access. Most of the customers in the 25+ age range will be professional women who choose to wear make up to the workplace. The high school and college-aged clients will have active social lives and be interested in standing out in a crowd (e.g. at a club, bar, etc.) 5

1. Decide who your target consumer(s) is. Write down the demographic characteristics of this person(s). Refer to this section in the textbook.

2. Learn more about your target consumer(s) by examining their psychographic characteristics. “Psychographics are kind of like demographics. Psychographic information might be your buyer's habits, hobbies, spending habits and values. Demographics explain ‘who’ your buyer is, while psychographics explain ‘why’ they buy.”

a. Create a five-question survey that enables you to find out about your target consumer’s (s’) habits, hobbies, and more without asking directly, “What are your hobbies?”, for example. Then, ask people from your target demographic to fill out your psychographic questionnaire. Try to get at least five people to respond to your survey.

b. Compile the questionnaire results and then add the psychographic characteristics to the demographic profile(s) you have already created.

Two people are playing an exciting game in which they take turns removing marbles from a bag. At the beginning of the game, this bag contains some red marbles and some blue marbles. The bag is transparent so at any time during the game, the players know exactly how many red and how many blue marbles are in the bag.

The players alternate taking turns. On a player’s turn, he or she must remove some marbles from the bag. The player chooses which marbles to remove, under the condition that he or she remove at least one marble and the marbles removed in a single turn are all the same color. The player to remove the last marble from the bag during his or her turn wins.

Assume that player 1 is playing the game with player 2, and player 1 makes the first move. If you were player 1, what optimal strategy could you use to play this game? Under what starting conditions would this optimal strategy guarantee a win, and why? What can you say about the outcome of the game if these starting conditions are not met?

(Hint: Try thinking of an invariant you could maintain during certain points of the game)